584  T 


MIDDLEBURY  COLLEGE  BULLETIN 


VOL.  IV. 


No.  2 


THE  ORGANIZATION  OF  THE  DEPARTMENT  OF 
PEDAGOGY  IN  MIDDLEBURY  COLLEGE 

EDWARD  DAY  COLLINS,  Ph.  D., 

Professor  of  Pedagogy,  Middlebury  College 

SYLLABUS  OF  A COURSE  IN  SECONDARY  EDUCATION 

Raymond  McFarland,  a.  m, 

Assistant-Professor  of  Secondary  Education,  Middlebury  College 


wm 


MIDDLEBURY,  VERMONT 
OCTOBER,  1909  ^ 


Published  by  the  College  September,  October,  December,  February, 
May,  and  July.  Entered  as  second  class  matter  at  the  postoffice, 
Middlebury,  Vermont,  under  act  of  Congress  of  July  16,  1894* 


INSTRUCTORS  IN  THE  DEPARTMENT  OE  PEDAGOGY 


EDWARD  DAY  COLLINS,  Ph.  D., 

Professor  of  Pedagogy. 

Raymond  McFarland,  a.  m„ 

Assistant  Professor  of  Secondary  Education. 
INSTRUCTORS  GIVING  DEPARTMENTAL  COURSES  FOR  TEACHERS 

MYRON  REED  SANFORD,  A.  M„ 

Professor  of  the  Latin  Language  and  Literature. 

WILLIAM  SARGENT  BURRAGE,  Ph.  D„ 

Professor  of  the  Greek  Language  and  Literature. 

DUANE  LEROY  ROBINSON,  A.  M., 

Assistant  Professor  of  French. 

FRANK  WILLIAM  CADY,  B.  Litt.  (Oxon.),  A.  M., 

Assistant  Professor  of  English. 

EVERETT  SKILLINGS,  A.  M., 

Assistant  Professor  of  German. 

RAYMOND  HENRY  WHITE,  A.  M„ 

Instructor  in  Latin. 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/organizationofdeOOcoll 


THE  ORGANIZATION  OP  THE  DEPARTMENT  OF 
PEDAGOGY  IN  MIDDLEBURY  COLLEGE 


ESTABLISHMENT 

The  Department  of  Pedagaogy  in  Middlebury  College 
was  established  by  action  of  the  Legislature  of  Vermont 
in  1908.  An  act  was  passed  which  received  the  gover- 
nor’s signature,  November  20,  in  that  year,  appropriating 
$6,000  annually  for  this  purpose  in  these  words : — 

“And  six  thousand  dollars  annually  for  the  establishment 
and  maintenance  of  a department  of  pedagogy  in  Middlebury 
College  for  the  education  and  training  of  high  school  teachers 
in  said  institution/’ 

The  establishment  of  such  a department  in  Middlebury 
College  was  a natural  outcome  of  the  traditions  and  serv- 
ice of  the  institution.  Large  numbers  of  her  graduates 
have  gone  to  swell  the  ranks  of  teachers  and  many  have 
undertaken  their  teaching  in  a professional  spirit.  About 
one-fifth  of  the  living  graduates  of  Middlebury  College 
are  teachers.  The  establishment  of  the  new  Department 
represents,  therefore,  a more  scientific  and  elaborate  de- 
velopment of  the  aim  of  the  college  and  it  does  not  im- 
ply an  entirely  new  or  unrelated  departure  from  previous 
work. 

ADVANTAGES  OF  A COLLEGIATE  DEPARTMENT 
OF  PEDAGOGY 

In  thus  putting  the  stamp  of  her  approval  upon  the 
systematic  training  of  teachers  for  secondary  schools, 
Middlebury  moves  in  a direction  common  with  many  col- 
legiate institutions  that  are  striving  to  serve  public  needs. 


4 


MIDDL,E)BURY  COU^Gfi  BULLETIN. 


There  are  several  advantages  in  having  such  work  per- 
formed by  a college  rather  than  by  an  institution  on  a 
distinct  foundation.  It  adds  to  the  number  of  educa- 
tional efforts  which  are  co-operative  rather  than  competi- 
tive or  merely  duplicatory.  Three-fourths  of  a secondary 
teacher's  equipment  lies  in  the  liberal  education  represented 
by  the  baccalaureate  degree.  The  college  ought  to  sur- 
pass any  other  institution  in  supplying  the  remaining 
modicum  representing  the  teacher's  technique.  A depart- 
ment of  pedagogy,  in  other  words,  is  most  properly  a 
closely  integrated  collegiate  department,  and  not  a separate 
institution  on  the  one  hand  or  a mere  adjunct  on  the  other. 
It  is  no  small  advantage  to  Vermont  to  have  such  a depart- 
ment supported  from  its  inception  by  the  institutional 
strength  of  the  long  established  and  rapidly  growing  col- 
lege, a large  educational  plant  and  endowment,  and  an 
atmosphere  rich  with  a century's  academic  traditions. 

SOME  HIGH  SCHOOL  PROBLEMS 

Just  what  such  a department  can  do  to  improve 
secondary  teaching  remains  to  be  seen.  The  opportunities 
are  apparent  and  urgent.  Perhaps  Vermont  suffers  no 
more  than  other  states — the  demand  for  improved  high 
school  instruction  is  universal — but  recent  developments  in 
Vermont's  educational  history  have  accentuated  the  needs 
of  her  secondary  schools.  Several  forces  have  operated 
to  materially  improve  instruction  in  the  elementary  schools. 
Among  them  may  be  mentioned  the  work  of  the  normal 
schools,  which  has  established  the  superior  value  of  the 
trained  teacher,  and  the  extension  of  the  areas  under 


department  oe  pedagogy. 


5 


skilled  supervision.  The  superintendent  has  acted  for  a 
shorter  period  than  the  normal  schools  as  a professional 
impetus,  but  more  powerfully,  as  a general  tonic  in  the  way 
of  supervision  in  every  union  district.  Both  influences, 
and  others  which  might  be  added,  have  operated  princi- 
pally to  raise  the  level  of  the  lower  schools  and  thus  to 
intensify  the  apparently  low  level  of  the  high  schools. 
The  condition  is  not  one  attributable  to  any  single  cause. 
It  has  developed  incidentally  to  the  evolution  of  a larger 
and  better  school  system.  But  it  has  resulted  in  thrust- 
ing upon  many  young,  untrained,  and  inexperienced 
teachers  a whole  series  of  educational  problems  which 
needed  the  best  judgment  of  trained  and  experienced  men. 
The  steadying  influence  of  a few  older  men  has  been  felt 
here  and  there  in  the  State ; the  Schoolmasters’  Club  has 
now  and  then  undertaken  remedial  and  constructive  work; 
the  State  Deparment  of  Education  has  contributed  toward 
high  school  classification  and  unity;  the  Legislature  has 
shown  a willingness,  upon  occasion,  to  pass  special  measures 
relating  to  high  schools;  but  such  forces,  acting  rather 
as  corrective  than  causative  agencies,  have  not  supplied 
the  need  of  broad  constructive  effort  based  upon  sound 
principles,  developed  in  the  very  fibre  of  the  teaching 
staff,  and  administered  from  some  permanent,  disinterested 
educational  center.  A department  of  pedagogy  is  by  no 
means  the  only  central  agency  for  doing  fundamental,  con- 
structive work;  but  by  reason  of  its  peculiar  relations  to 
the  college,  the  schools,  and  the  State,  such  a department 
is  in  a position  to  render  impartial  and  highly  influential 


service. 


6 


MIDDLEBURY  COLLEGE  BUU,ETIN. 


The  contribution  of  such  a department  to  better  high 
school  teaching  alone  would  justify  the  cost  of  its  mainte- 
nance, but  there  are  indirect  results  of  no  less  importance. 
Better  control,  better  discipline,  and  better  instruction  in 
high  schools  will  increase  the  incentives  to  high  school 
education.  The  establishment  of  certain  common  stand- 
ards and  principles  in  the  practice  of  college-trained  high 
school  teachers  will  result  in  a material  contribution  toward 
the  general  standardization  of  secondary  work  throughout 
the  State.  Scientific  prevision  will  render  teachers  com- 
petent to  conserve  the  physical  and  social  welfare  of  their 
high  school  students  without  such  aberrations  as  have 
been  displayed  in  recent  years  in  high  school  athletics  and 
secret  societies.  Critical  evaluation  of  studies,  of  individ- 
ual capacities  of  pupils,  and  of  local  conditions  will  enable 
the  future  high  school  teacher  to  turn  all  suitable  vocational 
influences  to  the  benefit  of  the  student,  and  assist  in  bridg- 
ing the  gap  betwen  the  elementary  and  the  higher  institu- 
tion. In  short,  through  many  channels  of  influence  such 
a department  may  aid  in  the  very  essential  work  of  bring- 
ing the  high  schools  into  more  intimate  and  vital  relations 
with  their  environment,  so  that  more  value  will  be  realized 
in  every  community  on  every  dollar  of  public  money  ex- 
pended in  high  school  education. 

THE  AIM  OF  THE  DEPARTMENT 

In  view  of  the  broad  scope  of  work  legitimately  open 
to  its  effort,  it  will  be  well  for  the  Department  of 
Pedagogy  to  define  its  immediate  aims  rather  clearly  at 
the  outset,  for  although  the  influence  of  its  purposes,  so 


DEPARTMENT  OE  PEDAGOGY. 


7 


far  as  they  are  attained,  will  ultimately  reach  all  the  schools 
of  the  State,  there  are  limits  within  which  the  Department 
must  confine  its  direct  efforts.  To  train  teachers  for  high 
schools  and  superintendents  for  supervision  comprehends 
the  two-fold  aspect  of  its  efforts.  This  is  said  in  a purely 
professional  spirit  and  not  in  criticism  of  the  splendid 
body  of  men  and  women  now  administering  our  schools. 
The  Department  of  Pedagogy  will  strive  to  co-operate 
with  all  educational  agencies,  but  will  not  attempt  to  com- 
pete with  or  imitate  work  which  other  existing  specialized 
institutions,  like  the  normal  schools,  can  do  to  better  ad- 
vantage. Its  work  will  be  supplementary  to  that  of  such 
agencies.  For  example,  it  will  reach  the  elementary  school 
through  the  supervising  force,  but  not  through  the  teach- 
ing force;  and  in  doing  this  it  will  fill  a distinct  need,  for 
the  work  of  the  elementary  school  needs  the  personal  serv- 
ices of  a well-trained  supervisory  officer  no  less  than  those 
of  a well-trained  teacher.  Thus,  in  addition  to  the  direct 
stimulus  which  the  Department  hopes  to  become  to  the 
secondary  schools,  there  is  this  much  needed  and  perfectly 
possible  contribution  toward  a better  co-ordination  of  the 
entire  educational  system  of  the  State  as  a whole, 
a contribution  making  for  greater  economy,  less  waste, 
more  closely  related  efforts  all  along  the  line,  and  to  this 
broad  end  of  performing  its  greatest  possible  service  to 
the  public  the  Department  desires  officially  and  through 
the  personal  efforts  of  its  members  to  contribute  its  ap- 
propriate share. 


8 


MIDDLEBURY  CO LLEGE  BULLETIN. 


PLAN  OF  THE  DEPARTMENT 

The  major  part  of  a well  equipped  high  school 
teacher's  education  will  necessarily  be  furnished  by  the  reg- 
ular courses  of  collegiate  instruction.  No  one  more  than 
a teacher  needs  broad  and  liberal  culture.  But  also  no  other 
profession  needs  more  careful  determination  of  principles 
or  more  thorough  development  of  technical  skill.  To  pro- 
vide these  and  at  the  same  time  meet  the  needs  of  the 
different  classes  of  students  who  enter  upon  teaching,  some 
more  and  some  less  tentatively,  it  has  been  thought  best  to 
organize  the  work  of  the  Department  along  several  closely 
related  lines.  The  various  courses  of  study  are  compre- 
hended in  the  following  groups  or  divisions  of  work: 

I.  A FOUR- YEAR  PEDAGOGIC AL  COURSE 

II.  COLLEGIATE  COURSES  IN  PEDAGOGY 

III.  DEPARTMENTAL  TEACHERS'  COURSES 

IV.  college  extension  COURSES 

V.  GRADUATE  COURSES  IN  PEDAGOGY 

This  arrangement  provides  for  all  the  typical  groups 
of  students,  from  the  undergraduate  who  desires  the  brief- 
est and  most  direct  preparation  for  a year  or  two  of  teach- 
ing, to  the  teacher  in  service  who  finds  herself  lacking  ade- 
quate professional  training. 


DEPARTMENT  OE  PEDAGOGY.  9 

DESCRIPTION  OP  THE  DIVISIONS  OF  WORK 

I.  THE  PEDAGOGICAL  COURSE:  FOUR- YEAR 
PROGRAM 

A Pedagogical  Course  has  been  organized  to  extend 
through  the  four  college  years — a period  deemed  necessary 
for  adequately  training  a college  student  who  intends  to 
follow  professionally  any  branch  of  educational  work. 
This  distribution  of  subjects  permits  training  to  a degree 
quite  impossible  in  a department  whose  work  is  limited 
to  the  mere  offering  of  electives.  Such  courses,  however 
valuable  in  content,  are  shorn  of  much  of  their  profes- 
sional value  through  lack  of  proper  sequence,  relation,  and 
integration.  The  Pedagogical  Course  places  before  the 
young  men  and  women  who  enter  college  with  the  def- 
inite purpose  of  becoming  teachers,  the  opportunity  to 
enter  at  once,  although  gradually,  upon  the  fulfillment  of 
their  purpose.  It  is  believed  that  the  consistent  pursuit  of 
a definite  preparation  for  life  work  will  contribute  toward 
maintaining  the  high  moral  purpose  with  which  many 
country  boys  and  girls  enter  upon  their  higher  education. 
The  outline  of  this  course  is  presented  as  the  most  feas- 
ible adjustment  with  the  present  work  of  the  college  de- 
partments. 

The  course  leads  to  the  degree  of  Bachelor  of  Arts. 
It  permits  an  excellent  integration  of  a student’s  work 
through  college  and  encourages  the  planning  of  close  re- 
lationships between  pedagogical  and  non-pedagogical 
courses.  It  allows  the  highest  degree  of  specialization 
consistent  with  the  degree  offered,  and  includes  a liberal 
amount  of  observation  and  practice  teaching  in  high 
school. 


10 


MIDDLEBURY  COLLEGE  BULLETIN. 


FRESHMAN  YEAR 
Required  First  Semester 

Latin  1 
English  1 
History  1 


Second  Semester 
Latin  2 
English  2 
Pedagogy  1 


Elective.  Courses  are  offered  in  Greek,  German,  French,  History, 
Mathematics,  and  Physics. 


SOPHOMORE  YEAR 

Required  First  Semester 

English  3 
Pedagogy  2 
Zoology  1 


Second  Semester 
Botany  2 
Pedagogy  3 
Logic 


Elective.  Courses  are  offered  in  Greek,  Latin,  English,  German, 
French,  History,  Mathematics,  Philosophy,  Chemistry,  Zo- 
ology, and  Forestry. 

JUNIOR  YEAR 


Required  First  Semester 


Second  Semester 


Pedagogy  4 Pedagogy  5 

Geology  or 1 Geology  or  \ 

Chemistry  J 1 Chemistry  j 2 

Elective.  Courses  are  offered  in  Greek,  Latin,  English,  German, 

French,  History,  Mathematics,  Philosophy,  Physics,  Chem- 
istry, Zoology,  Botany,  Forestry,  Geology,  Political  Science, 
and  Social  Science. 

SENIOR  YEAR 

Required  First  Semester  Second  Semester 

Practice  jg  or  Practice 

Teaching]5  Teaching  J 


Political 
Science  2 


Political 
Science  5 


Elective.  Courses  are  offered  in  Greek,  Latin,  English,  German 
French,  History,  Mathematics,  Physics,  Chemistry,  Philos- 
ophy, Zoology,  Botany,  Forestry,  Geology,  Political  Science, 
Social  Science,  and  Pedagogy,  6,  7. 

For  details  of  the  elective  courses,  and  of  the  required 
courses  not  described  in  the  following  pages,  the  catalogue  for 
1910-1911  should  be  consulted. 


DEPARTMENT  OE  PEDAGOGY. 


11 


II.  COLLEGIATE  COURSES  IN  THE  DEPART- 
MENT OF  PEDAGOGY 

The  collegiate  courses  of  the  Department  are  intended 
to  cover  in  the  manner  best  suited  to  the  needs  of  Middle- 
bury  College  students  the  fundaments  of  pedagogical  theory 
and  practice:  psychology  in  its  applications  to  educational 
problems,  history  of  educational  thought  and  practice,  the 
technical  equipment  of  the  secondary  teacher  and  the  super- 
visor, and  the  development  of  the  art  of  teaching.  The 
course  in  Supervision  is  open  only  to  students  taking  the 
four-year  course.  Other  courses  are  free  to  election  by 
students  who  desire  an  intelligent  citizen’s  knowledge  of 
the  history,  functions,  and  administration  of  the  public 
school  system,  or  who  desire  the  briefest  preparation  for 
one  or  two  years  of  teaching. 

1.  Educational  Psychology 

Ways  of  studying  mental  phenomena;  the  nervous  system 
and  its  functions;  the  dawning  of  conscious  life  in  a child; 
the  development  of  senses  and  their  part  in  education;  types 
of  normal  psycho-physical  activity;  the  steps  in  mental  de- 
velopment; the  period  of  adolescence;  special  functional  studies; 
the  psychological  basis  of  method;  how  to  study  and  how  to 
teach;  formulation  of  essential  principles. 

Second  semester;  three  hours  a week.  Required  of  Fresh- 
men in  the  Pedagogical  Course.  Elective  for  A.  B.  and  B.  S. 
Sophomores,  Juniors  and  Seniors  in  1910-11. 

2.  History  of  Education  in  Europe 

Educational  views  and  customs  in  ancient,  mediaeval,  and 
modern  times.  Education  in  the  Homeric  period;  school  life 
in  old  Greece;  the  new  Greek  education;  early  Roman  education; 
Graeco-Roman  schools  and  schoolmasters;  the  training  of  the 


12 


MIDDLDBURY  COIXEG E BUU^TIN. 


early  Christians;  the  decline  of  classical  learning  and  the  rise 
of  church  control;  the  schools  of  the  monasteries;  scholasticism; 
the  Universities  of  the  Middle  Ages;  mediaeval  student  life; 
the  educational  significance  of  the  Renaissance  and  the  Refor- 
mation; the  genesis  of  modern  educational  ideas  and  ideals. 
Texts,  Monroe,  Brief  History  of  Education;  Painter,  Great  Peda- 
gogical Essays. 

First  semester;  three  hours  a week.  Required  of  Sopho- 
mores in  the  Pedagogical  Course.  Elective  for  A.  B.  and  B.  S. 
Sophomores,  Juniors  and  Seniors  in  1910-11. 

3.  American  Education 

Elements  of  American  Educational  History.  The  evolution 
of  the  American  school  system  in  its  elementary,  secondary,  and 
collegiate  features.  These  are  traced  from  their  colonial  be- 
ginnings in  transplanted  European  ideas,  through  their  various 
modifications  in  colonial  times,  the  Revolutionary  era,  and  the 
period  of  national  expansion  and  development.  Principles  are 
emphasized  in  this  part  of  the  course  rather  than  multiplicity 
of  details.  The  latter  part  of  the  course  will  be  given  up  to 
special  studies  of  certain  educational  movements,  types  of 
special  schools,  important  institutions,  and  educational  leaders. 

Second  semester;  three  hours  a week.  Required  of  Sopho- 
mores in  the  Pedagogical  Course.  Elective  for  A.  B.  and  B.  S. 
Sophomores,  Juniors  and  Seniors  in  1910-11. 

4,  5.  Secondary  Education 

Professional  training  for  secondary  teachers.  Principles  of 
education;  methods;  organization  and  management;  school 
hygiene;  observation  of  high  school  work.  Among  special  topics 
of  these  divisions  may  be  named  the  psychological  factors  of 
secondary  work:  the  adolescent  pupil,  the  school  and  society, 
the  curriculum,  the  study  process,  the  recitation  process,  prin- 
ciples of  general  method,  special  methods;  and  the  physical 
factors:  the  school  plant,  with  its  lighting,  heating,  ventila- 
tion, and  care,  the  school  pupil  in  respect  to  health,  posture, 


DEPARTMENT  OE  PEDAGOGY. 


13 


infectious  diseases,  fatigue  and  nervousness;  and  such  topics  as 
types  of  secondary  schools,  the  teaching  staff,  the  day’s  work, 
discipline  and  control,  local  conditions  and  problems.  Train- 
ing in  critique  and  drill  is  afforded  through  observation  of 
teaching  in  high  schools,  under  supervision,  and  by  practice 
in  text  book  criticism.  Texts,  De  Garmo,  Principles  of  Sec- 
ondary Education , 7,  77,  with  J.  F.  Brown,  The  American  High 
School  and  Hollister,  High  School  Administration , as  supple- 
mentary. 

First  and  second  semesters;  three  hours  a week.  Required 
for  Juniors  of  the  Pedagogical  Course.  Elective  for  A.  B.  and 
B.  S.  Juniors  and  Seniors  in  1910-11. 

6,  7.  Supervision 

The  evolution,  administration,  and  supervision  of  public  schools 
A study  first  of  broad  administrative  principles  growing  out  of 
American  conditions;  later,  detailed  studies  of  school  politics, 
school  law,  school  finances,  and  local  problems  illustrated  in 
Vermont’s  educational  history.  Principles  of  supervision  are 
established.  A study  of  actual  conditions  as  revealed  by  school 
reports  is  then  made.  Finally,  the  student  himself  is  sent  into 
the  field  to  report  his  observations  of  the  schools  of  Middlebury 
and  vicinity.  Such  reports  include  school  mechanism,  architec- 
ture, conditions  of  buildings  and  grounds,  programs  of  school 
work,  tests  of  good  teaching,  suggested  changes  and  modifica- 
tions in  the  curriculum,  grading  and  promotion  of  pupils,  the 
hygiene  and  physical  culture  of  the  school,  detection  and  treat- 
ment of  deficient  or  abnormal  pupils,  the  improvement  of 
teachers  in  service,  the  use  of  library  facilities  by  teachers  and 
pupils,  problems  involving  relations  with  parents,  officials,  and 
the  general  public.  The  course  is  designed  only  for  those  intend- 
ing to  become  supervisors,  and  is  open  only  to  those  who  have 
taken  courses  1 to  5 inclusive,  as  pre-requisites. 

First  and  second  semesters;  three  hours  a week.  Elective 
for  Seniors  in  the  Pedagogical  Course. 


14 


MIDDLEBURY  COLLEGE  BULLETIN. 


8,  9.  Practice  Teaching 

Teaching  in  public  high  school  under  supervision  for  one 
semester  is  required  of  all  students  of  the  Department  of 
Pedagogy  before  graduation.  The  class  will  be  divided  for  this 
purpose  into  two  sections  before  the  completion  of  Course  5.  Stu- 
dents of  Division  I will  elect  Course  8 as  a three  hour  course  for 
the  first  semester  and  will  receive  teaching  appointments  accord- 
ingly, and  students  of  Division  II  will  elect  Course  9 and  re- 
ceive similar  appointments  for  the  second  semester.  Observa- 
tion will  be  prescribed  at  the  discretion  of  the  instructor,  to 
precede,  accompany,  and  follow  the  teaching  appointments. 

Three  hours  a week.  Required  of  all  Seniors  in  the  Peda- 
gogical Course. 

III.  TEACHERS'  COURSES  IN  OTHER  DEPART- 
MENTS 

Through  the  co-operation  of  heads  of  departments,  eleven 
related  courses  in  pedagogy  are  now  offered  in  the  teaching  of 
special  subjects.  These  are  of  the  utmost  value  to  students 
designing  to  become  teachers  of  special  subjects;  but  they  are 
commended  for  liberal  election  by  all  prospective  teachers. 
Students  are  reminded,  however,  that  a thorough  study  of  the 
teaching  of  one  subject  is  of  more  value  than  superficial  or 
hasty  work  in  several  courses.  These  courses  will  be  as 
follows  for  1910-11: 

Greek  Literature,  Greek  9. 

Greek  Life,  Greek , 10. 

Xenophon  and  Homer,  Greek  11. 

The  Teaching  of  Preparatory  Latin,  Latin  10. 

Vergil,  Latin  11. 

Outlines  of  Ancient  and  Mediaeval  Art,  Latin  12. 

Methods  in  the  Teaching  of  English,  English  12. 

A General  View  of  German  Literature,  German  11. 

Methods  of  Teaching  Modern  Languages,  German  12. 

French  Syntax,  French  11. 

Ancient  History:  Teachers’  Course,  History  8. 

Descriptive  outlines  of  these  courses  will  be  found  in  the 
college  catalogue  1910-11,  under  the  departmental  numbers  in- 
dicated. 


department  of  pedagogy. 


15 


IV.  COLLEGE  EXTENSION  COURSES  IN 
PEDAGOGY 

College  extension  courses  include  pedagogical  work  offered 
under  the  following  heads: 

Saturday  Sessions, 

The  Summer  Sessions, 

College  Extension  Lectures. 

The  Saturday  Sessions  offer  to  high  school  teachers  of 
Middlebury  and  vicinity  an  opportunity  to  do  systematic  work 
at  the  College  on  Saturdays.  In  1909-10,  the  courses  offered  are 

The  History  of  Education  to  the  Reformation. 

Organization  and  Management  of  Secondary  Schools. 

The  College  Extension  Lectures  will  be  offered  from  time 
to  time  both  by  visiting  lecturers  and  members  of  the  college 
faculty.  They  are  open  to  the  general  public,  do  not  form  a 
connected  series,  and  may  not  be  counted  for  degrees. 

Summer  Session  Courses  may  be  pursued  by  all  teachers  and 
counted  by  properly  qualified  candidates  for  the  degree  of  Master 
of  Arts.  This  degree  may  be  pursued  either  wholly  or  partially 
in  the  Department  of  Pedagogy. 

OUTLINE  OF  SUMMER  SESSION  COURSES  IN  PEDAGOGY 

1.  European  Education  to  the  Reformation. 

2.  European  Education  from  the  Renaissance. 

3.  Elements  of  American  Educational  History. 

4.  Studies  in  American  Education. 

5.  School  Administration  and  Supervision. 

6.  The  Psychological  Factors  in  Secondary  Education. 

7.  The  Physical  Factors  in  Secondary  Education. 

8.  The  Growth  of  Secondary  Education  in  America. 

9.  Current  Problems  in  Secondary  Education. 

10.  School  Hygiene. 

A further  announcement  will  be  made  of  the  Summer  Ses- 
sion Courses  in  the  February  Bulletin.  It  is  expected  that 
courses  1,  3,  5,  8,  9,  and  10  will  be  offered  in  1910. 


16 


MIDDLEBURY  COLLEGE  BULLETIN. 


V.  GRADUATE  COURSES  IN  PEDAGOGY 

Students  qualified  to  become  candidates  for  the  degree 
of  Master  of  Arts  may  count  work  done  in  Saturday  and  Sum- 
mer Sessions  and  also  courses  completed  in  absentia  for  credits 
toward  the  degree.  Persons  interested  in  this  division  of  the 
work  of  the  Department  are  invited  to  correspond  with  either 
of  the  instructors  or  with  Professor  Myron  R.  Sanford,  Chair- 
man of  the  Committee  on  Graduate  Instruction.  A list  follows 
of  the  courses  being  organized,  with  a description  of  those  in 
which  work  may  now  be  begun: 

1.  Physical  and  Mental  Development. 

2.  History  of  European  Education  to  the  Reformation. 

3.  History  of  European  Education  from  the  Renaissance. 

4.  History  of  American  Education. 

5.  Studies  in  American  Education. 

6.  The  Principles  of  Secondary  Education. 

7.  School  Administration  and  Supervision. 

8.  School  Hygiene. 

9.  Thesis. 

Of  these  courses  the  following  are  offered  for  graduate 
study  in  1910-11: 

1.  Physical  and  Mental  Development . A study  of  principles 

of  growth  and  phases  of  mental  development  through  infancy, 
childhood,  and  adolescence.  Kirkpatrick,  Genetic  Psychology; 
Tyler,  Growth  and  Education ; and  Miller,  The  Psychology  of 
Thinking  will  be  read  in  this  course,  and  an  examination  will 
be  made  of  studies  of  childhood  which  have  a possible  applica- 
tion to  public  school  work.  Dr.  Collins. 

2.  History  of  European  Education  to  the  Reformation. 
An  extensive  reading  course  designed  to  furnish  a knowl- 
edge of  Greek,  Roman,  Christian  and  Teutonic  practice  and 


department  oe  pedagogy. 


17 


philosophy  in  education.  Monroe,  Text  Boole  in  the  History  of 
Education;  Monroe,  Source  Book  of  the  History  of  Education ; 
Painter,  Great  Pedagogical  Essays;  Whitcomb , Source  Book  of 
Italian  Renaissance;  Whitcomb,  Source  Book  of  the  German 
Renaissance ; and  Monroe,  Thomas  Platter  and  the  Educational 
Renaissance  will  be  read  in  whole  or  in  part.  Dr.  Collins. 

6.  The  Principles  of  Secondary  Education.  A study  of  the 
theory  of  education  and  methods  of  teaching  in  their  application 
to  high  schools  and  academies. 

Required  readings:  Brown,  J.  F.,  The  American  High 
School;  De  Garmo,  Principles  of  Secondary  Education:  Vol.  I , 
The  Studies;  Vol.  II,  Processes  of  Instruction;  Hollister,  High 
School  Administration;  Whipple,  Guide  to  High  School  Obser- 
vation. In  addition  to  the  above  readings,  each  candidate  will 
be  required  to  become  familiar  with  the  best  methods  of  teach- 
ing a secondary  school  subject,  which  should  be  his  specialty, 
through  the  study  of  a standard  work  on  special  method. 

Asst.  Professor  McFarland. 

7.  School  Administration  and  Supervision.  Systematic 
study  of  the  problems  offered  by  the  supervisory  district  to  the 
managing  school  officers.  The  course  is  designed  to  prepare 
principals  and  teachers  for  supervisory  positions.  Dutton  and 
Snedden,  Administration  of  Public  Education  in  the  United 
States;  Chancellor,  Our  Schools:  Their  Administration  and  Su- 
pervision; Shaw,  School  Hygiene;  Rowe,  Physical  Nature  of  the 
Child;  Kern,  Among  Country  Schools , are  among  the  required 
readings.  Personal  observation  and  study  of  school  systems, 
with  critical  reports,  are  made  an  essential  part  of  the  course. 

Dr.  Collins. 

The  above  courses  may  be  pursued  in  absentia , but  it  will 
be  greatly  to  a candidate’s  advantage  to  attend  the  Summer  Ses- 
sions. Personal  conferences  and  examinations  will  be  held  at 
the  discretion  of  the  instructor  in  charge  of  the  course.  Reg- 
ular reports  must  be  made  at  the  end  of  each  semester. 


18 


MIDDLEBURY  COLLEGE  BULLETIN. 


SYLLABUS 

OF  A COURSE  IN  SECONDARY 
EDUCATION 

GENERAL  SURVEY  OF  THE  COURSE 

A. 

HISTORICAL  INTRODUCTION 

I. 

COLONIAL  GRAMMAR  SCHOOLS 

II. 

ACADEMIES  AND  HIGH  SCHOOLS 

B. 

PSYCHOLOGICAL  FACTORS 

I. 

THE  ADOLESCENT  PUPIL 

II. 

THE  FUNCTION  OF  THE  SCHOOL 

III. 

THE  STUDIES 

IV. 

THE  STUDY  PROCESS 

V. 

THE  RECITATION  PROCESS 

C. 

PHYSICAL  FACTORS 

I. 

HYGIENIC  CONDITIONS 

II. 

ORGANIZATION  AND  MANAGEMENT 

III. 

LOCAL  CONDITIONS  AND  PROBLEMS 

D. 

CRITIQUE  AND  DRILL 

I. 

OBSERVATION 

II. 

PRACTICE  TEACHING 

III. 

TEXT-BOOK  CRITICISM 

DETAILS  OF  THE  COURSE 

A.  HISTORICAL  INTRODUCTION 

I.  COLONIAL  GRAMMAR  SCHOOLS. 

Influence  of  the  Grammar  Schools  of  old  England.  Colonial 
Grammar  Schools:  their  number,  location,  and  characteristics. 
School  Systems,  Schoolmasters,  Books  and  Equipment. 
References : 

Brown,  E.  E.,  The  Making  of  Our  Middle  Schools,  Chs. 
I-VII,  pp.  1-154.  Brown,  J.  F.,  The  American  High  School,  Ch. 
I,  pp.  1-14.  Boone,  R.  G.,  Education  in  the  United  States,  Chs. 


DEPARTMENT  OE  PEDAGOGY. 


19 


*6 

I-III,  pp.  1-60.  Dexter,  E.  G.,  History  of  Education  in  the 
United  States,  Chs.  I-IV,  pp.  1-72.  Hollister,  H.  A.,  High  School 
Administration,  Ch.  I,  pp.  11-15.  Johnson,  C.,  Old  Time  Schools 
and  School  Books,  381  pages.  Martin,  G.  H.,  The  Evolution  of 
the  Massachusetts  Public  School  System,  Chs.  I-II,  pp.  1-89. 
Swett,  J.,  American  Public  Schools,  Ch.  I,  pp.  1-33. 

II.  ACADEMIES  AND  HIGH  SCHOOLS. 

Rise  of  American  Academies;  their  character,  growth  and 
influence.  State  Systems  of  Secondary  Education.  Courses  of 
Study.  High  Schools.  Recent  Tendencies. 

References : 

Brown,  E.  E.,  Chs.  VIII-XX,  pp.  155-480.  Brown,  J.  F.,  Ch. 
I,  pp.  14-38;  Ch.  XIII,  pp.  362-407.  Boone,  Ch.  V,  pp.  70-78;  Ch. 
XIX,  pp.  338-347.  Dexter,  Chs.  VI-IX,  pp.  90-140;  Ch.  XII, 
170-181.  Hanus,  P.  H.,  A Modern  School,  Ch.  II,  pp.  43-67. 
Hollister,  Ch.  I,  pp.  15-27.  Martin,  Chs.  III-VI,  pp.  90-277,  pas- 
sim. Swett,  Chs.  II-IV,  pp.  93-117. 


B.  PSYCHOLOGICAL  FACTORS 

I.  THE  ADOLESCENT  PUPIL. 

Relation  of  the  School  to  the  Pupil.  Physical,  intellectual, 
emotional,  social,  and  moral  aspects  of  adolescents.  Develop- 
ment of  special  instincts.  Defective  organs.  Types  of  adoles- 
cents. Age  and  sex  in  relation  to  school  work. 

References: 

Arnold,  F.,  School  and  Class  Management,  Ch.  VI,  pp. 
145-176.  Bagley,  W.  C.,  The  Educative  Process,  Ch.  XII,  pp. 
195-202.  Brown,  J.  F.,  Ch.  VIII,  pp.  243-268.  Hall,  G.  S., 
Adolescence,  2 vols;  Youth:  Its  Education,  Regimen  and  Hy- 
giene, 366  pages.  Hollister,  Ch.  VIII,  pp.  156-170.  Newsholme, 
A.,  School  Hygiene,  Ch.  XI,  pp.  70-82.  Rowe,  S.  H.,  Physical 


20 


MIDDLEBURY  COEEEGE  BUIXETlN. 


Nature  of  the  Child,  Ch.  XII,  pp.  115-145.  Taylor,  A.  R.,  The 
Study  of  the  Child,  Ch.  XXI,  pp.  179-207.  Tyler,  J.  M.,  Growth 
and  Education,  Ch.  XIII,  pp.  179-197. 

II.  THE  FUNCTION  OF  THE  SECONDARY  SCHOOL. 

Its  relation  to  elementary  schools,  to  higher  educational  in- 
stitutions, to  the  pupil,  and  to  the  State.  Student  organiza- 
tions; class  and  school  organizations;  military  drill  and  athletic 
associations ; secret  societies. 

References : 

Bagley,  W.  C.,  The  Educative  Process,  Ch.  II,  pp.  23-39. 
Brown,  J.  F.,  Ch.  II,  pp.  39-85;  Ch.  XII,  pp.  342-361.  Butler,  N.  M., 
The  Meaning  of  Education, — The  Function  of  the  Secondary 
School,  pp.  151-183.  Dewey,  J.,  The  Educational  Situation,  II. 
As  Concerns  Secondary  Education,  pp.  50-79.  Dutton,  S.  T., 
School  Management,  Chs.  XVI-XYII,  pp.  198-224.  Dutton  and 
Snedden,  Administration  of  Public  Education  in  the  United 
States,  Ch.  XX,  pp.  360-365.  Eliot,  C.  W.,  Educational  Reform, — 
The  Gap  Between  Common  Schools  and  Colleges,  pp.  197-219; 
The  Function  of  Education  in  Democratic  Society,  pp.  401-418. 
Hanus,  P.  H.,  A Modern  School,  pp.  113-152;  Educational  Aims 
and  Educational  Values,  pp.  73-138.  Hollister,  Ch.  Ill,  pp.  49-60; 
Ch.  XIII,  pp.  237-252;  Ch.  XV,  pp.  265-279.  Horne,  H.  H.,  The 
Philosophy  of  Education,  Chs.  I-IV,  pp.  97-168.  Jenks,  J.  W., 
Citizenship  and  the  Schools,  264  pages.  O’Shea,  M.  V.,  Educa- 
tion as  Adjustment,  Part  II,  pp.  57-153.  Whitcomb,  C.  T.  C., 
Organizations  among  High  School  Pupils,  22  pages. 

III.  THE  STUDIES. 

Basis  of  selection.  "Function  and  relative  worth  of  secondary 
school  studies.  Classification  into  convenient  groups.  Programs 
of  studies.  Constants.  Electives. 

References : 

Bain,  A.,  Education  as  a Science,  Chs.  V-VII,  pp.  146-229; 
Ch.  XI,  390-397.  Chamberlain,  Standards  in  Education,  Ch.  IV, 
pp.  102-117.  DeGarmo,  C.,  Principles  of  Secondary  Education, 


DEPARTMENT  OF  PEDAGOGY. 


21 


Vol.  I, — The  Studies,  293  pages.  Hollister,  Ch.  VII,  pp.  116-155. 
McMurry,  C.  A.,  The  Elements  of  General  Method,  Ch.  II,  20-83. 
Report  of  the  Committee  of  Ten  on  Secondary  School  Studies, 
249  pages.  Roark,  R.  N.,  Method  in  Education,  Ch.  VII,  pp.  96- 
102. 

IV.  THE  STUDY  PROCESS. 

The  purpose  of  study.  Fixing  attention.  Arousing  inter- 
est. Culture  of  memory  and  imagination.  The  will  and  habits. 
Faculties  of  reflection.  Self-culture.  The  use  of  books;  where 
knowledge  is.  How  knowledge  is  gained;  method  of  learning. 
Influence  of  environment. 

References : 

Chamberlain,  Ch.  VIII, — Study  and  Preparation,  pp.  189-198. 
Compayre,  G.,  Lectures  on  Pedagogy,  Chs.  III-XI,  pp.  52-244. 
Earhart,  L.  B.,  Teaching  Children  to  Study,  112  pages.  Hins- 
dale, B.  A.,  The  Art  of  Study,  266  pages.  McMurry,  F.  M.,  How 
to  Study  and  Teaching  How  to  Study,  324  pages.  Salisbury,  A., 
The  Theory  of  Teaching,  Ch.  XLVIII, — The  Art  of  Study,  pp. 
320-325.  Todd,  J.  T.,  The  Students’  Manual,  402  pages. 

V.  THE  RECITATION  PROCESS. 

a.  General  Method. 

Purpose  of  instruction.  Forms  of  instruction:  lectures, 
recitations,  drill  and  laboratory  exercises.  Methods  of  treating 
topics:  heuristic,  Socratic,  individual,  developmental,  inductive, 
deductive,  analytic,  synthetic.  The  parts  of  the  recitation. 
References : 

Bagley,  W.  C.,  The  Educative  Process,  Chs.  XIX-XXII. 
pp.  284-334.  Bain,  Ch.  VIII,  pp.  230-310.  Chamberlain,  Ch.  IX, 
pp.  199-218.  De  Garmo,  Vol.  II,  Processes  of  Instruction,  193 
pages.  Hamilton,  S.,  The  Recitation,  369  pages.  Hollister,  Ch. 
XI,  pp.  202-218.  McMurry,  C.  A.  and  F.  M.,  The  Method  of  the 
Recitation,  pp.  84-339.  Roark,  Chs.  I-VI,  pp.  1-95.  Salisbury, 
Ch.  XXVI,  pp.  178-191. 


22 


middlebury  college:  bulletin. 


b.  Special  Methods. 

1.  The  exact  sciences — mathematics,  physics,  chemistry. 
References: 

Hanus,  P.  H.,  Educational  Aims  and  Educational  Values, 
VI.—' The  Preparation  of  the  High  School  Teacher  of  Mathe- 
matics, pp.  141-163.  McLellan  and  Dewey,  The  Psychology  of 
Number,  pp.  1-92.  Smith  and  Hall,  The  Teaching  of  Chemistry 
and  Physics,  384  pages.  Young,  J.  W.  A.,  The  Teaching  of 
Mathematics,  346  pages. 

2.  The  biological  and  earth  sciences — physiology,  zoology, 
botany,  physical  geography,  geology. 

References : 

Howe,  E.  G.,  Systematic  Science  Teaching,  336  pages.  Lloyd 
and  Bigelow,  The  Teaching  of  Biology  in  Secondary  Schools, 
500  pages.  Schmucker,  S.  C.,  The  Study  of  Nature,  pp.  1-88. 

3.  Languages:  ancient,  modern,  the  Mother  Tongue. 
References : 

Bennett  and  Bristol,  The  Teaching  of  Latin  and  Greek,  354 
pages.  Blakely,  G.  S.,  Teachers’  Outlines  for  Studies  in  English, 
174  pages.  Carpenter,  Baker  and  Scott,  The  Teaching  of  Eng- 
lish, 375  pages.  Chubb,  P.,  The  Teaching  of  English  in  the 
Elementary  and  Secondary  Schools,  411  pages.  Heydrick,  B. 
A.,  How  to  Study  Literature,  150  pages.  Hinsdale,  B.  A., 
Teaching  the  Language  Arts,  213  pages.  McDonald,  J.  W., 
Language  Instruction  in  High  Schools  of  Massachusetts,  64 
pages.  McMurry,  C.  A.,  Special  Method  in  the  Reading  of  Eng- 
lish Classics,  254  pages.  Methods  of  Teaching  Modern  Lan- 
guages, Several  Authors,  217  pages.  Potter,  F.  H.,  The  Teach- 
ing of  Elementary  Latin,  55  pages. 

4.  History,  civics  and  commercial  geography. 

References : 

Bourne,  H.  E.,  The  Teaching  of  History  and  Civics,  395 
pages.  Channing  and  Hart,  Guide  to  the  Study  of  American 
History,  471  pages.  Compayre,  G.,  Ch.  V, — The  Teaching  of 
History,  pp.  343-361.  Hinsdale,  B.  A.,  How  to  Study  and  Teach 
History,  365  pages.  History  Syllabus  for  Secondary  Schools, 


DEPARTMENT  OE  PEDAGOGY. 


23 


Several  Authors,  375  pages.  Mace,  W.  H.,  Method  in  History, 
311  pages.  Methods  of  Teaching  and  Studying  History,  Several 
Authors,  391  pages. 

C.  PHYSICAL  FACTORS 

I.  HYGIENIC  CONDITIONS. 

a.  Material. 

1.  School  building:  site,  grounds,  building  material,  kinds 
of  architecture. 

References: 

Baldwin,  J.,  School  Management  and  School  Methods,  Ch. 
V,  pp.  57-63.  Briggs,  W.  R.,  Modern  American  School  Buildings, 
Chs.  I-VII,  pp.  1-106;  XIII-XVI,  pp.  195-411.  Dutton,  Ch.  IV, 
pp.  48-51.  Dutton  and  Snedden,  Ch.  XI,  pp.  172-181.  Hollister, 
Ch.  IV,  pp.  61-71.  Marble,  A.  P.,  Sanitary  Conditions  for  School- 
houses,  Appendix  IV-V,  pp.  97-123,  and  plates.  Newsholme,  A., 
Chs.  I-II,  pp.  1-11.  Search,  P.  W.,  An  Ideal  School,  Ch.  V,  pp. 
74-103.  Shaw,  E.  R.,  School  Hygiene,  Chs.  I-II,  pp.  1-64.  Wheel- 
wright, E.  M.,  School  Architecture,  Ch.  I,  pp.  1-17;  Chs.  VII-XII, 
pp.  142-324. 

2.  Heating,  ventilation,  lighting  and  sanitation. 

References : 

Briggs,  Ch.  IX,  pp.  119-134;  Chs.  XI-XII,  pp.  154-193.  Dut- 
ton, Ch.  IV,  pp.  57-60;  Ch.  V.  pp.  61-72.  Dutton  and  Snedden,  Ch. 
XII,  pp.  187-199;  205-207.  Marble,  Ch.  I,  pp.  8-38;  Ch.  II,  pp. 
39-53.  Newsholme,  Chs.  IV-VIII,  pp.  17-53.  Shaw,  Chs.  IV-V, 
pp.  65-127;  Ch.  IX,  pp.  183-191.  Vermont  Board  of  Health,  Re- 
port on  School  Buildings.  Wheelwright,  Ch.  XI,  pp.  263-285. 

3.  Corridors,  coat-rooms,  stairways,  fire-escapes. 
References: 

Briggs,  Ch.  VIII,  pp.  107-116;  Ch.  X,  pp.  139-148.  Dutton,  Ch. 
IV,  pp.  55-57.  Dutton  and  Sneeden,  p.  182.  Shaw,  Ch.  II,  pp. 
36-45. 

4.  Assembly  and  study  halls,  recitation  rooms,  desks. 
References : 


24 


MIDDIvEBURY  coeeege  bulletin. 


Brown,  J.  F.,  pp.  181-189.  Dutton,  Ch.  XVII,  pp.  223-224. 
Dutton  and  Snedden,  Ch.  XI,  p.  184;  Ch.  XII,  pp.  199-204.  Mann, 
C.  W.,  School  Recreations  and  Amusements,  Ch.  II,  pp.  45-56. 
Newsholme,  Ch.  II,  pp.  12-16.  Shaw,  Ch.  I,  pp.  1-29;  Ch.  II,  pp. 
45-57;  Ch.  VII,  pp.  135-156.  Medical  Inspection,  Massachusetts 
Board  of  Education,  pp.  28-30. 

5.  Library,  laboratories,  museums,  shop-room,  text-books 
and  school  supplies. 

References : 

Baldwin,  Chs.  VIII-IX,  pp.  75-90.  Brown,  J.  F.,  pp.  184-188. 
Dutton  and  Snedden,  Ch.  XIII,  pp.  208-229.  Hollister,  Ch.  IV, 
pp.  73-76;  Ch.  V,  pp.  77-88.  Jenks,  J.  W.,  Ch.  IX,  pp.  199-264. 
b.  Physical. 

1.  Playgrounds,  gymnasiums,  baths,  emergency  room.  Home 
and  school  conditions  affecting  health.  The  supervision  of  play. 
References: 

Allen,  W.  H.,  Civics  and  Health,  Ch.  XII,  pp.  115-123;  Chs. 
XVII-XXI,  pp.  166-189.  Baldwin,  Ch.  IV,  pp.  38-42.  Newsholme, 
Ch.  XVI,  pp.  102-103;  Ch.  XIX,  pp.  131-140.  Rowe,  Ch.  IX,  pp.  83- 
92;  Ch.  XIII-XIV,  pp.  146-157.  Shaw,  Ch.  VI,  pp.  128-134.  Tyler, 
J.  M.,  Chs.  XIV-XV,  pp.  198-227. 

2.  Care  of  the  ear  and  eye;  tests  for  impaired  vision  and 
hearing.  Examination  of  the  nose,  throat  and  teeth.  Mouth- 
breathing and  inefficiency. 

References: 

Allen,  Ch.  V,  pp.  45-56;  Chs.  VII-IX,  pp.  72-103.  Kirkpatrick, 
E.  A.,  Fundamentals  of  Child  Study,  Ch.  XVII,  pp.  338-344.  Mar- 
tin, G.  H.,  School  Hygiene  in  Massachusetts, — School  Hygiene, 
46  pages;  Medical  Inspection,  27  pages.  Newsholme,  Ch.  XVII, 
pp.  104-115.  Rowe,  Chs.  II-III,  pp.  8-35.  Shaw,  Ch.  IX,  pp. 
170-183;  191-199.  Standard  Vision  Chart  for  Schools,  Vermont. 

3.  Infectious  diseases:  their  detection,  prevention  and 
treatment. 


DEPARTMENT  OE  PEDAGOGY. 


25 


References : 

Allen,  Ch.  VI,  pp.  57-71.  Infectious  Diseases  of  School 
Children.  A manual  for  the  use  of  teachers.  Connecticut  Board 
of  Health,  14  pages.  Newsholme,  Ch.  XVIII,  pp.  116-130.  Rowe, 
Ch.  IX,  pp.  83-92.  Shaw,  Ch.  XII,  pp.  235-258. 

4.  Unhygienic  postures, — sitting,  standing,  walking.  Cor- 
rective and  preventive  gymnastics,  without  equipment. 
References : 

Bagley,  W.  C.,  Classroom  Management,  Ch.  VI,  pp.  81-85. 
Hall,  G.  S.,  Youth,  Chs.  V-VI,  pp.  53-119.  Rowe,  Chs.  X-XI,  pp. 
93-114.  Shaw,  Ch.  VIII,  pp.  157-169. 

5.  Fatigue  and  nervousness;  definition  of  fatigue;  causes, 
symptoms,  tests.  Nervousness;  tests  for  nervousness  and  chorea. 
Influence  of  individual  program,  examinations,  home  study,  out- 
side work,  food  and  sleep.  Remedial  exercises. 

References: 

Allen,  Chs.  XIII-XIV,  pp.  124-151.  Gulick,  L.  H.,  Mind  and 
Work,  pp.  89-139.  Kirkpatrick,  Ch.  XVII,  pp.  321-338.  New- 
sholme, Ch.  X,  pp.  62-69.  Rowe,  Chs.  VII-VIII,  pp.  62-82.  Shaw, 
Ch.  XI,  pp.  227-234.  Taylor,  A.  R.,  Ch.  XXII,  pp.  195-207. 

II.  ORGANIZATION  AND  MANAGEMENT, 
a.  Types  of  secondary  schools. 

Public  high  schools.  Private  high  schools  and  academies,  de- 
nominational and  nonsectarian;  characteristics  and  tendencies. 
Department,  district,  township,  and  independent  high  schools. 
English,  classical  and  composite  schools.  Manual  training,  in- 
dustrial and  agricultural  high  schools. 

References: 

Brown,  J.  F.,  pp.  169-176.  Chancellor,  W.  E,.  Our  Schools: 
their  Administration  and  Supervision,  Ch.  VIII,  pp.  217-236. 
Jewell,  J.  R.,  Agricultural  Education,  148  pages.  Report,  Com- 
missioner of  Education,  1908,  pp.  859-891. 


26 


MIDDIyEBURY  COEEEGE  BULLETIN. 


b.  The  Teaching  Staff. 

Academic  scholarship.  Professional  training.  Personality. 
Experience.  Examination  and  certification.  Improvement  in 
service.  Salary.  Tenure  of  office.  Promotions.  Pensions. 

References : 

Arnold,  P.  School  and  Class  Management,  Ch.  I,  pp.  1-25. 
Baldwin,  J.  Ch.  Ill,  pp.  26-37.  Brown,  J.  F.,  Chs.  VI-VII,  pp. 
193-242.  Chamberlain,  A.  H.,  Ch.  X.  Training,  Professional 
Growth,  and  Recompense  of  the  Teacher,  pp.  219-265.  Dutton, 
Ch.  Ill,  pp.  32-47.  Dutton  and  Snedden,  Chs.  Y-YI,  pp.  241-299. 
Hollister,  Ch.  VII,  pp.  89-115.  James,  W.,  Talks  to  Teachers  on 
Psychology,  Ch.  I,  pp.  1-10.  Luckey,  G.  W.  A.,  The  Professional 
Training  of  Secondary  Teachers  in  the  United  States,  391  pages. 
National  Society  for  the  Scientific  Study  of  Education,  The  Fourth 
Year  Book,  1905;  The  Education  and  Training  of  Secondary 
Teaching,  pp.  11-62;  The  Fifth  Year  Book,  1906;  The  Certifica- 
tion of  Teachers,  pp.  5-93.  Report  of  the  Committee  of  Seven- 
teen on  the  professional  training  of  high  school  teachers;  in 
Proc.  N.  E.  A.,  1907:  521-668.  Thorndike,  E.  L.,  The  Teaching 
Staff  of  Secondary  Schools  in  the  United  States,  60  pages.  Ver- 
mont Schoolmasters’  Club;  report  of  the  Committee  on  Salaries 
and  Pensions,  24  pages. 

c.  Routine  of  Daily  Work. 

Organization  of  the  school.  Distribution  of  authority.  Classi- 
fication of  pupils.  Attendance,  absence,  tardiness.  Grading  and 
promotion.  The  daily  program.  Correlation  of  studies.  Teach- 
ers’ meetings.  Records  and  reports. 

References : 

Bagley,  W.  C.,  Classroom  Management,  Part  I,  Chs.  I-IV,  pp. 
13-80.  Baldwin,  Ch.  XX,  pp.  201-216.  Dutton,  Ch.  VI,  pp.  73-85; 
Ch.  X,  pp.  124-139.  Dutton  and  Snedden,  Chs.  XlXrXX,  pp.  341- 
385.  Hollister,  Ch.  XII,  pp.  219-236;  Ch.  XIV,  pp.  253-264. 
Picard,  J.  L.,  School  Supervision,  Chs.  X-XI,  pp.  68-110.  Raub, 
A.  N.,  School  Management,  Ch.  II,  pp.  62-84.  Report  of  the  Com- 
mittee of  Ten.  Thompkins,  A.,  School  Management,  pp.  108-133. 
White,  E.  E.,  School  Management,  pp.  80-102. 


DEPARTMENT  OE  PEDAGOGY. 


27 


d.  Discipline  and  Control. 

Conditions  that  assist  control.  Self-control  and  self-govern- 
ment School  city.  School  activities.  School  incentives,  nat- 
ural and  artificial.  Religion  in  school.  Penalties, — ends,  na- 
ture, conditions.  Corporal  punishment.  The  incorrigible:  legal 
definition  of. 

References : 

Arnold,  F.,  Chs.  VIII-XII,  pp.  186-396.  Bagley,  Chs.  VII-VIII, 
pp.  92-136.  Baldwin,  Part  III,  Chs.  X-XIV,  pp.  93-146.  Brown, 
J.  F.,  Chs.  X-XI,  pp.  285-341.  Compayrd,  Chs.  XI-XII,  pp.  447- 
476.  Dutton,  Chs.  VII-VIII,  pp.  86-110.  Hollister,  Chs.  IX-X, 
pp.  171-201;  Ch.  XVI,  pp.  280-289.  Page,  D.  P.,  Theory  and  Prac- 
tice of  Teaching,  Ch.  X,  pp.  182-246.  Raub,  Ch.  V,  pp.  171-242. 
Vermont  Statutes.  Vermont  School  Laws,  Acts  of  1908.  White 
E.  E.,  School  Management,  309  pages. 

III.  LOCAL  CONDITIONS  AND  PROBLEMS. 

Standardization  of  secondary  schools:  in  school  building, 
hygienic  condition,  library,  reference  works,  laboratory  rooms 
and  equipment,  teaching  force,  courses  of  study,  State  inspec- 
tion of  secondary  schools.  Agricultural  high  schools.  Manual 
and  industrial  training.  Free  tuition,  text-books  and  supplies. 
Art  cabinets,  museums,  lecture  courses.  Medical  inspection. 
References : 

Bush,  G.  G.,  History  of  Education  in  Vermont,  Chs.  II-III,  pp. 
50-137.  College  Certificate  Board  Reports.  College  Entrance 
Examination  Board  Reports.  Report  of  the  Committee  of  Ten 
on  Secondary  School  Studies.  Report  of  the  Committee  of 
Seventeen.  Regents’  Reports,  University  of  the  State  of  New 
York.  Vermont  School  Reports,  1906,  pp.  16-55;  1908,  pp.  29-49. 

D.  CRITIQUE  AND  DRILL 

I.  OBSERVATION. 

The  spirit  of  observation.  The  preparation  of  the  observer. 
The  field  of  observation:  the  school  plant;  the  school  at  work; 
the  teacher’s  part;  the  pupil’s  part;  the  recitation, — economy  of 
time,  assignments,  the  five  formal  steps,  passing  of  classes.  Con- 


28 


MIDDIyEBURY  COLLEGE  BULLETIN. 


sultations  with  teachers,  principals  and  superintendents.  Critical 
report  on  observations. 

References : 

Farrington,  Stryer  and  Jacobs.  Observation  and  Practice  Teach- 
ing in  Colleges  and  University  Departments  of  Education,  80 
pages.  Luckey,  G.  W.  A.,  The  Professional  Training  of  Sec- 
ondary Teachers  in  the  United  States,  Ch.  V,  pp.  206-213.  Re- 
port of  the  Committee  of  Seventeen  on  the  professional  prepara- 
tion of  high-school  Teachers.  Whipple,  G.  M.,  High  School  Ob- 
servation, 42  pages. 

II.  PRACTICE  TEACHING. 

The  student-teacher’s  preparation  for  practice  teaching:  knowl- 
edge of  special  methods,  study  of  local  conditions,  observation 
of  teaching,  consultation  with  critic,  planning  the  work,  prepara- 
tion of  outline  lessons.  Development  of  the  steps  of  the  recita- 
tion. Study  of  results.  Report  to  critic. 

References : 

The  same  as  for  Observation.  Also,  Report  of  the  Committee 
of  Fifteen,  pp.  34-39;  135-158.  Nat.  Soc.  for  the  Scientific  Study 
of  Education,  Second  Year  book.  Part  II,  pp.  7-57. 

III.  TEXT-BOOK  CRITICISM. 

a.  Mechanical  features:  binding,  cover  design,  paper,  print. 

b.  Illustrations:  pictures,  maps,  charts,  diagrams;  their  ar- 
tistic merit,  their  relation  to  the  text. 

c.  The  text:  the  author’s  scholarship  and  distinctive  phil- 
osophy as  shown  in  the  work  and  method  of  treatment;  the 
scope  of  the  book;  grade  of  work  to  which  it  is  best  adapted; 
comparison  with  other  best  books;  objectional  features,  as  re- 
ligious, sectional  or  moral  prejudices;  distinctive  point  of  su- 
periority of  the  work. 

References : 

Carpenter,  Baker  and  Scott,  The  Teaching  of  English,  pp.  335- 
341.  Gayley  and  Scott,  Methods  and  Materials  of  Literary 
Criticism,  Part  I,  Theory  of  Criticism,  pp.  1-54.  F.  Harrison,  The 
Choice  of  Books,  153  pages.  Newsholme,  pp.  113-114.  Shaw, 
School  Hygiene,  Ch.  IX,  pp.  171-181. 


